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Innovative Assessment Practices Among English Teachers in Rural Senior High Schools in Bima

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 9 No. 3 (2026) · pp. 756–767

DOI
10.34050/4ra29k52
ISSN
2621-0835, 2621-0843
Published
2026-09-11
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

Innovative assessment has become an important concern in English language teaching. Nevertheless, there is limited knowledge regarding how English teachers understand and adapt innovative assessment practices in rural senior high school contexts, particularly in Bima. This study aims to explore English teachers’ perceptions and reported practices of innovative assessment in rural senior high schools. The data for this qualitative case study were collected through semi-structured interviews with three English teachers who had experience teaching English in rural school contexts. Based on the thematic analysis of the data, this study revealed that the teachers understood innovative assessment as a creative, meaningful, contextual, and student-centered approach to assessing English learning. Their reported practices showed that innovative assessment was implemented through authentic, performance-based, technology-supported, and locally relevant activities. However, its implementation was shaped by students’ limited English proficiency and confidence, classroom constraints, limited facilities, and insufficient professional training. The teachers responded to these challenges by adapting assessment tasks to students’ needs, using supportive feedback, collaborative work, familiar contexts, and available resources. These findings contribute to a more contextual understanding of how innovative assessment is interpreted and adapted in rural English classrooms theoretically and practically.

Keywords

Collaboration network of the authors

10 authors · 16 co-authorship links · 4 across different organisations

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  • Universitas Islam Negeri Alauddin Makassar
  • Universitas Islam Negeri Palopo
  • Universitas Islam Negeri Ar-Raniry
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Surya DitaUniversitas Islam Negeri Alauddin Makassar2
Wiwiek WahyuniUniversitas Islam Negeri Alauddin Makassar2
Bayanuddin MunirUniversitas Islam Negeri Palopo1
Umar SulaimanUniversitas Islam Negeri Alauddin Makassar1
Ahmad AfiifUniversitas Islam Negeri Alauddin Makassar1
Saiful AkmalUniversitas Islam Negeri Ar-Raniry1
Yuliar MasnaAffiliation unknown1
Cut Natasha SorayaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Innovative Assessment Practices Among English Teachers in Rural Senior High Schools in Bima</dc:title>
	<dc:creator xml:lang="en">Rifa'ah, Fahril</dc:creator>
	<dc:creator xml:lang="en">Rasyid, Muhammad Nur Akbar</dc:creator>
	<dc:subject xml:lang="en">Innovative Assessment</dc:subject>
	<dc:subject xml:lang="en">English Language Teaching</dc:subject>
	<dc:subject xml:lang="en">Rural Schools</dc:subject>
	<dc:subject xml:lang="en">Teacher Practices</dc:subject>
	<dc:subject xml:lang="en">Kurikulum Merdeka</dc:subject>
	<dc:description xml:lang="en">Innovative assessment has become an important concern in English language teaching. Nevertheless, there is limited knowledge regarding how English teachers understand and adapt innovative assessment practices in rural senior high school contexts, particularly in Bima. This study aims to explore English teachers’ perceptions and reported practices of innovative assessment in rural senior high schools. The data for this qualitative case study were collected through semi-structured interviews with three English teachers who had experience teaching English in rural school contexts. Based on the thematic analysis of the data, this study revealed that the teachers understood innovative assessment as a creative, meaningful, contextual, and student-centered approach to assessing English learning. Their reported practices showed that innovative assessment was implemented through authentic, performance-based, technology-supported, and locally relevant activities. However, its implementation was shaped by students’ limited English proficiency and confidence, classroom constraints, limited facilities, and insufficient professional training. The teachers responded to these challenges by adapting assessment tasks to students’ needs, using supportive feedback, collaborative work, familiar contexts, and available resources. These findings contribute to a more contextual understanding of how innovative assessment is interpreted and adapted in rural English classrooms theoretically and practically.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2026-09-11</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/52533</dc:identifier>
	<dc:identifier>10.34050/4ra29k52</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 9 No. 3 (2026): SEPTEMBER; 756-767</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/xw9ghv23</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/52533/14985</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Fahril Rifa'ah, Muhammad Nur Akbar Rasyid</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
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